The purpose of this study was to learn how faculty embeddedness, leadership style, and leader succession in an American international school setting affects technology initiative implementation. This was done by investigating whether embeddedness plays a role in perceptions of technology initiative success, local-expat teacher leadership style preference, and whether leadership succession negatively affects technology initiatives. Following both qualitative and quantitative methods from both interviews and questionnaires, different sub-groups of faculties were interviewed to learn their perspectives and to find themes related to the goal of the study. The study hoped to find whether faculty members do have insightful ideas that can positively affect the process of implementation. The results can help leaders to increase the likelihood that their future initiatives are perceived as successful.
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